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LAURIE BRADY | KERRY KENNEDY
ASSESSMENT
AND REPORTING
Celebrating Student Achievement
5TH EDITION
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2019 — 9781488615863 — Brady and Kennedy/Assessment and Reporting: Celebrating Student Achievement 5e
ASSESSMENT
AND REPORTING
DEDICATION
Laurie dedicates this work to Julia.
Kerry dedicates this work to Zoe, Jamie, Oliver, Henry, Annabel, Rose, Fletcher
and Sam who are the new generation to whom we look for the future.
LAURIE BRADY | KERRY KENNEDY
ASSESSMENT
AND REPORTING
5TH EDITION
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v
CONTENTS
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Standards Mapping Grid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
CHAPTER ONE 1
Contexts for assessment and reporting
The purposes of assessment and ways to talk about assessment processes. . . . . . . . . . . . 2
Stakeholders and the outcomes of schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The contexts that influence assessment and reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Economic contexts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Equity and social contexts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Personal fulfilment and satisfaction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Glossary of terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
CHAPTER TWO 15
Assessment and learning
Types of assessment and their purposes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
The contexts for different types of assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Reporting the outcomes of assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
General principles for assessment and reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
CHAPTER THREE 30
Assessment concepts and values
Key assessment concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Designing validity, reliability and fairness in assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
vi ASSESSMENT AND REPORTING
Values underpinning assessment and reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

The role and values of external assessment and reporting . . . . . . . . . . . . . . . . . . . . . . . . 37
Assessment, accountability and politics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
CHAPTER FOUR 42
Strategies for assessing student achievement
Traditional and authentic assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Performance assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Product assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Criteria for selecting strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Common assessment errors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
CHAPTER FIVE 71
Strategies for self- and peer assessment
The link with learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
The benefits of self- and peer assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
The benefits of self-assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
The benefits of peer assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Implementing self- and peer assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Strategies for self- and peer assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Journals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Process portfolios. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Graphic organisers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Contracts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Self-assessment proformas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Physical continuums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
CONTENTS vii
Conferencing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Student-led reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Joint marking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
‘Traffic lights’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
The student response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
CHAPTER SIX 85
Keeping track of student learning: making judgments
and recording results
Why should record keeping be a priority in schools? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Methods of record keeping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Technology—21st-century tools for supporting assessment and record keeping. . . . . 92
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
CHAPTER SEVEN 97
Principles and strategies for reporting student achievement in the
classroom
Purposes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
What parents want . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Cyclical needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Contextual needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Social information needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Reporting requirements and strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Letter grades. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Ranks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Interviews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
viii ASSESSMENT AND REPORTING
School-wide reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Brochures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Newsletters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Open days, speech nights and assemblies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Classroom visits and classroom/in-school displays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Out-of-school displays/performances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Policy statements/curriculum and program documents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Formal school meetings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Social occasions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
School–university partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Glossary of terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
CHAPTER EIGHT 120

The Australian Curriculum and NAPLAN
The Australian Curriculum: background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
The Australian Curriculum: shape. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122
The Australian Curriculum: assessment and reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
NAPLAN: assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
NAPLAN: reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
NAPLAN: using the reported data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
CHAPTER NINE 133

Benchmarking and monitoring Australian students’ academic
achievements: the National Assessment Plan
External forms of assessment in Australia: old and new . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Monitoring students’ academic achievement: the National Assessment Plan . . . . . . . 136
International assessments: benchmarking the performance
of Australian students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
CONTENTS ix
CHAPTER TEN 146

Cases of assessment and reporting practice
Cases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Sarah: English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
David: Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Gaye: Humanities and Social Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Daniel: Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Michelle: The Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Olivia: Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Paula: Health/Physical Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154
Sophia: Languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
x
PREFACE
ARGUABLY, THERE HAS NEVER BEEN A GREATER EMPHASIS on the importance of assessment in
Australian schools. Assessment is regarded formatively as an ongoing part of teaching and learning,
and summatively as a demonstration of the achievement of outcomes to satisfy different
accountability mandates.
Assessment and Reporting: Celebrating Student Achievement provides a timely analysis of assessment
and reporting within two different contexts: increased accountability required by governments
and a greater focus on authentic assessment that facilitates student learning. These two contexts
are not necessarily complementary and provide unique challenges for teachers.
The book examines the nature of assessment and reporting and the relationship to learning; it
defines key terms, enunciates principles, and describes a range of strategies that respond to the
more formal approaches to testing as well as recent approaches to authentic assessment, including
peer and self-assessment. It also examines the Australian government’s external testing program,
and the assessment and reporting implications of the national curriculum. Assessment and
reporting practice is analysed within the context of eight cases that have the benefit of presenting
practice as problematic and situated.
This fifth edition preserves the same basic structure as the previous four, though includes new
material that expresses contemporary issues and understandings, and provides new cases in the
final chapter.
We believe that Assessment and Reporting: Celebrating Student Achievement captures with fidelity
the reality of assessment and reporting policy as well as practice in Australian schools, reflects the
concerns of the contemporary assessment literature and articulates the complex issues relating to
assessment and reporting.
Laurie Brady
Kerry Kennedy
March 2018
EDUCATOR RESOURCE—DIGITAL IMAGE POWERPOINT SLIDES

All the diagrams and tables from the course content are available for lecturer use.
xi
ACKNOWLEDGEMENTS
THE FOLLOWING ARE GRATEFULLY ACKNOWLEDGED for contributing their case information, as
are those contributors who preferred to remain anonymous:
▶▶ Bernadette Boehm
▶▶ Julia Burfitt
▶▶ Nicole Cosier
▶▶ Graham Fardouly
▶▶ Ben Gibbons
▶▶ Alexandra Ginges
▶▶ Dominique Haynes
▶▶ Jenny Horsburgh
REVIEWERS
We would like to thank all of the reviewers whose valuable suggestions for previous editions have
helped us to produce the final product you see here. We would especially like to thank the
following reviewers for contributing their time and expertise by providing feedback for this
edition:
▶▶ Dr Tony Dowden, University of Southern Queensland
▶▶ Norman McCulla, Macquarie University
▶▶ Michael O’Neill, University of Notre Dame Australia
▶▶ Karen Peel, University of Southern Queensland
▶▶ Greg Powell, La Trobe University
▶▶ Geoff Shacklock, Royal Melbourne Institute of Technology
Laurie Brady
Kerry Kennedy
xii
STANDARDS MAPPING
GRID
THIS BOOK IS DESIGNED TO ASSIST READERS to achieve selected Australian Professional
Standards for Graduate Teachers. The following Standards Mapping Grid shows how the content
of particular chapters and learning objectives relate to the Standards, by either providing implicit
links or giving background information. The Standards are published by the Australian Institute
for Teaching and School Leadership (AITSL), © Education Services Australia, 2011.
AUSTRALIAN PROFESSIONAL STANDARDS FOR

TEACHERS: GRADUATE LEVEL CHAPTERS LEARNING OBJECTIVES
Standard 1: Know students and how they learn
1.1 hysical, social and intellectual development

P 10 10.3 escribe the ways in which
D
and characteristics of students different assessment
Demonstrate knowledge and understanding of practices may be informed by
physical, social and intellectual development and learning area and level of
characteristics of students and how these may schooling (primary or
affect learning. secondary).
1.2 nderstand how students learn
U 1 1.3 nalyse the multiple contexts
A
Demonstrate knowledge and understanding of that influence assessment
research into how students learn and the and reporting.
implications for teaching. 3 3.2 Evaluate the values underlying
classroom assessment.
5 5.2 Identify the major benefits of
both self- and peer
assessment.
1.3 tudents with diverse linguistic, cultural,
S
religious, and socioeconomic backgrounds.
Demonstrate knowledge of teaching strategies
that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.
1.4 trategies for teaching Aboriginal and Torres
S
Strait Islander students
Demonstrate broad knowledge and
understanding of the impact of culture, cultural
identity and linguistic background on the
education of students from Aboriginal and Torres
Strait Islander backgrounds.
1.5 ifferentiate teaching to meet the specific
D 3 3.2 valuate the values
E
learning needs of students across the full underlying classroom
range of abilities assessment.
Demonstrate knowledge and understanding of
strategies for differentiating teaching to meet
the specific learning needs of students across
the full range of abilities.
STANDARDS MAPPING GRID xiii

1.6 trategies to support full participation of

S
students with disability
Demonstrate broad knowledge and
understanding of legislative requirements and
teaching strategies that support participation
and learning of students with disability.
Standard 2: Know the content and how to teach it
2.1 ontent and teaching strategies of the

C 10 10.3 escribe the ways in which
D
teaching area different assessment practices
Demonstrate knowledge and understanding of the may be informed by learning
concepts, substance and structure of the content area and level of schooling
and teaching strategies of the teaching area. (primary or secondary).
2.2 ontent selection and organisation

C
Organise content into an effective learning and
teaching sequence.
2.3 urriculum, assessment and reporting

C 4 4.2 escribe a range of tests,
D
Use curriculum, assessment and reporting performance assessments and
knowledge to design learning sequences and product assessments,
lesson plans. indicating their purposes,
benefits, limitations and
guidelines for implementation.
4.3 Identify feasible criteria
for selecting assessment
strategies.
5 5.4 Evaluate the suitability of
various self- and peer-
assessment strategies for
your own classroom use.
7 7.2 Select and defend viable
principles for reporting.
7.4 Explain and evaluate the
characteristics and weaknesses
of various types of reporting,
including interviews.
8 8.2 Outline the assessment
implications of using the
Australian Curriculum’s
proposed achievement
standards and work samples.
2.4 nderstand and respect Aboriginal and Torres

U
Strait Islander people to promote
reconciliation between Indigenous and non-
Indigenous Australians
Demonstrate broad knowledge of, understanding
of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages.
2.5 L iteracy and numeracy strategies

Know and understand literacy and numeracy
teaching strategies and their application in
teaching areas.
(Continued)
xiv ASSESSMENT AND REPORTING

2.6 I nformation and Communication

Technology (ICT)
Implement teaching strategies for using ICT
to expand curriculum learning opportunities
for students.
Standard 3: Plan for and implement effective teaching and learning
3.1 stablish challenging learning goals

E
Set learning goals that provide achievable
challenges for students of varying abilities and
characteristics.
3.2 lan, structure and sequence learning programs

P
Plan lesson sequences using knowledge of
student learning, content and effective teaching
strategies.
3.3 se teaching strategies

U 5 5.4 valuate the suitability of
E
Include a range of teaching strategies. various self- and peer-
assessment strategies for your
own classroom use.
3.4 elect and use resources

S
Demonstrate knowledge of a range of resources,
including ICT, that engage students in their
learning.
3.5 se effective classroom communication

U
Demonstrate a range of verbal and non-verbal
communication strategies to support student
engagement.
3.6 valuate and improve teaching programs

E
Demonstrate broad knowledge of strategies that
can be used to evaluate teaching programs to
improve student learning.
3.7 ngage parents/carers in the educative process

E 7 7.4 xplain and evaluate the
E
Describe a broad range of strategies for involving characteristics and
parents/carers in the educative process. weaknesses of various types of
reporting, including interviews.
7.5 Discuss various forms of
school-wide reporting.
Standard 4: Create and maintain supportive and safe learning environments
4.1 upport student participation

S 5 5.2 Identify the major benefits of
Identify strategies to support inclusive student both self- and peer
participation and engagement in classroom assessment.
activities.
4.2 anage classroom activities

M
Demonstrate the capacity to organise classroom
activities and provide clear directions.
STANDARDS MAPPING GRID xv

4.3 anage challenging behaviour

M
Demonstrate knowledge of practical approaches
to manage challenging behaviour.
4.4 aintain student safety

M
Describe strategies that support students’ well-
being and safety working within school and/or
system, curriculum and legislative requirements.
4.5 se ICT safely, responsibly and ethically

U
Demonstrate an understanding of the relevant
issues and the strategies available to support
the safe, responsible and ethical use of ICT in
learning and teaching.
Standard 5: Assess, provide feedback and report on student learning
5.1 ssess student learning

A 1 1.1 Identify the multiple
Demonstrate understanding of assessment purposes for assessment and
strategies, including informal and formal, the ways in which different
diagnostic, formative and summative aspects of assessment can be
approaches to assess student learning. described.
2 2.1 Identify different types of
assessment and their
purposes.
2.4 Explain the general principles
that might be used to
develop assessment and
reporting practices.
4 4.2 Describe a range of tests,
performance assessments
and product assessments,
indicating their purposes,
benefits, limitations and
guidelines for
implementation.
5 5.2 Identify the major benefits of
both self- and peer
assessment.
8 8.2 Outline the assessment
implications of using the
Australian Curriculum’s
proposed achievement
standards and work samples.
10 10.1 Explain different assessment
practices in terms of the
different strategies adopted.
5.2 rovide feedback to students on their learning

P 6 6.2 Identify different methods
Demonstrate an understanding of the purpose for keeping records of
of providing timely and appropriate feedback to student assessment.
students about their learning.
(Continued)
xvi ASSESSMENT AND REPORTING

5.3 ake consistent and comparable judgements

M 3 3.1 Identify key assessment
Demonstrate understanding of assessment concepts that can ensure
moderation and its application to support confidence in assessment
consistent and comparable judgements of and reporting.
student learning. 4 4.3 Identify feasible criteria for
selecting assessment
strategies.
4.4 Name the common errors
that distort valid assessment
of students.
5.4 I nterpret student data 6 6.2 Identify different methods

Demonstrate the capacity to interpret student for keeping records of
assessment data to evaluate student learning student assessment.
and modify teaching practice. 8 8.4 Evaluate the ways in which
students, teachers, schools
and systems may use the
NAPLAN test data.
5.5 eport on student achievement

R 1 1.2 Identify major stakeholders
Demonstrate understanding of a range of in assessment and reporting
strategies for reporting to students and parents/ and their needs for valid and
carers and the purpose of keeping accurate and reliable information.
reliable records of student achievement. 2 2.3 Evaluate different forms of
reporting assessment results
and their purposes.
6 6.1 Explain why it is important to
maintain records of student
assessments.
6.2 Identify different methods
for keeping records of
student assessment.
7 7.3 Evaluate the cyclical,
contextual and social
information needs of parents
in the reporting process.
10 10.2 Contrast different school-
based approaches to reporting.
Standard 6: Engage in professional learning
6.1 I dentify and plan professional learning needs

Demonstrate an understanding of the role of the
Australian Professional Standards for Teachers in
identifying professional learning needs.
6.2 ngage in professional learning and improve

E
practice
Understand the relevant and appropriate
sources of professional learning for teachers.
6.3 ngage with colleagues and improve practice

E
Seek and apply constructive feedback from
supervisors and teachers to improve teaching
practices.
STANDARDS MAPPING GRID xvii

6.4 pply professional learning and improve

A
student learning
Demonstrate an understanding of the rationale
for continued professional learning and the
implications for improved student learning.
Standard 7: Engage professionally with colleagues, parents/carers and the community
7.1 eet professional ethics and responsibilities

M
Understand and apply the key principles
described in codes of ethics and conduct for the
teaching profession.
7.2 omply with legislative, administrative and

C 8 8.1 xplain in broad terms the
E
organisational requirements background, principles and
Understand the relevant legislative, content of the ‘Australian’ or
administrative and organisational policies and national curriculum.
processes required for teachers according to 9 9.2 Evaluate the role the
school stage. National Assessment
Program (NAP) plays as a set
of national monitoring
processes for schools.
7.3 ngage with the parents/carers

E 7 7.4 xplain and evaluate the
E
Understand strategies for working effectively, characteristics, benefits and
sensitively and confidentially with parents/ weaknesses of various types
carers. of reporting, including
interviews.
7.5 Discuss various forms of
school-wide reporting.
10 10.2 Contrast different school-
based approaches to
reporting.
7.4 ngage with professional teaching networks

E
and broader communities
Understand the role of external professionals
and community representatives in broadening
teachers’ professional knowledge and practice.
This page is intentionally left blank
CHAPTER 1
Contexts for assessment
and reporting
LEARNING OBJECTIVES
By the end of this chapter, you should be able to do the following.
LO 1.1 Identify the multiple purposes for assessment and the ways in which different
aspects of assessment can be described.
LO 1.2 Identify major stakeholders in assessment and reporting and their needs for
valid and reliable information.
LO 1.3 Analyse the multiple contexts that influence assessment and reporting.
ASSESSMENT IS THE PROCESS THAT MONITORS STUDENTS’ learning progress, and reporting makes
the results available to a variety of audiences. These are key aspects of the school curriculum. In recent times
they have received a great deal of emphasis from politicians, the business world and the community at large.
Part of this interest has to do with the importance the
community attaches to the outcomes of schooling, and part
with the apparent mistrust of schools and teachers by the
business community and sometimes the community at large.
Schools are expected to produce graduates who can meet the
multiple expectations that society has of the schooling
process, and this goal is important not only to teachers but
also to different stakeholders in the community. Some of the
interest in assessment and reporting is a natural inclination
on the part of parents to be better informed about the
progress that their children are making in school. While
assessment and reporting may originate as classroom
processes between teachers and students, they are also public
processes that are open to scrutiny and questioning. Social,
political and economic contexts help to shape assessment
and reporting policy which, in turn, influence practice. It is
these broad contexts that are the subject of this chapter.
2 ASSESSMENT AND REPORTING
▶▶The purposes of assessment and ways to talk

about assessment processes
Assessment is a pervasive activity in society and can take a variety of forms. It can be carried out
by professionals such as teachers, doctors, human resources consultants, psychologists, weather
forecasters, wine tasters and music critics. Assessment requires professionals to make a judgment:
it might be a judgment a doctor makes about a patient’s illness, having
reviewed all the evidence, or an art critic’s judgment about a new work of
LO 1.1 art. The purpose of these judgments, irrespective of context, is to provide an
assessment—of the patient or the work of art, etc. Such assessments inform
Identify the
multiple purposes different audiences—the patient, the patient’s family, or art lovers and artists.
for assessment and It can also provide the basis for further action, such as prescribing appropriate
the ways in which health care or identifying similar characteristics in other works of art.
different aspects Professional judgments are made all the time across a great range of activities.
of assessment can Assessment is not only the province of professionals; it is also an everyday
be described. activity. We make judgments about the quality of service we receive, the
food we eat and the books we read. We select which movie to see based on
the assessment of a film critic, we buy perfume after making an assessment
of its fragrance, and we buy clothes based on an assessment of the extent to which they suit us.
The criteria for these judgments are not always explicit and often vary from person to person, but
in the course of a day we make many such judgments.
For teachers, however, assessment activities are more restricted. They are directly related to
the school curriculum, to teaching and to what students learn. Such activities might be informal
and take place in the classroom; for example, questions and answers, observations or judgments
made about particular work samples. They might be more formal and include the marking of
essays, teacher-devised tests or assessment of a portfolio of completed work. They might be very
formal and include standardised tests, high-stakes examinations (e.g. the Higher School
Certificate) or international surveys of student knowledge (e.g. Trends in International
Mathematics and Science Study). Students are subjected to a broad range of assessment activities,
and it will be useful at this point to review some of the terminology associated with assessment
and reporting. This terminology is summarised in Table 1.1.
Table 1.1 Types and processes of assessment

Norm-referenced assessment Rank-orders the performance of individual students. This displays the
range of performance and enables comparison of different levels of
performance. The process can also involve comparing the performance
of groups with similar or different characteristics (e.g. in terms of age,
gender, ethnicity or socioeconomic status).
Criterion-referenced assessment Shows how an individual student’s performance compares with some
predefined criterion or goal. Its function is to demonstrate what
students know and are able to do; it does not seek to compare students.
CHAPTER 1 CONTEXTS FOR ASSESSMENT AND REPORTING 3
Standards-based assessment Uses criterion-referencing to show a student’s performance in relation

to expected levels of achievement at a specific grade level or stage of
schooling.
Standardised test A test that is developed, administered, scored and interpreted

according to a common set of procedures. It is often used with large
samples of students and may involve successive administrations over
time. The results from different samples can be reliably compared.
Such tests can be either norm-referenced or criterion-referenced.
Traditional assessment Involves the use of paper-and-pencil tests that ask students to choose
responses from alternative answers (e.g. multiple-choice questions,
true/false questions, fill-in-the-blanks, matching exercises).
Alternative assessment Students demonstrate their level of achievement by creating a response

or a product (e.g. essay, painting, oral presentation, open-ended
question, group projects).
Performance-based assessment An alternative form of assessment that engages students in tasks and
activities (e.g. role-play, debate, playing a musical instrument,
contributing to group work, dramatic performance). Judgments are
made through direct observation of performance.
Authentic assessment Refers to the quality of assessment tasks and requires students to be
engaged in ‘real world’ activities such as those they are likely to
encounter as part of daily living. The focus is on the context of the task.
Portfolio assessment An alternative form of assessment based on a collection of student

work samples or products collected over time to demonstrate progress
in learning. For such assessment, the purposes need to be clearly
stated, the criteria for including work samples need to be articulated,
and the criteria or standards for judging performance need to be
agreed.
Formative assessment Provides feedback to students about the progress they are making in
learning new concepts, skills or attitudes. It can take place during the
teaching/learning process or as structured feedback on work samples
submitted by students. Such feedback can assist students to improve
their learning and can also help teachers to develop new and more
effective ways of teaching.
Summative assessment Takes place at the end of a unit of work, a subject or a course, and
indicates the extent to which expected learning outcomes have been
achieved.
Reliability Refers to the assessment’s consistency and stability. The assessment

result should be the same irrespective of when, where and how the
assessment was taken, who marked it and when it was marked. The
reliability of assessment can be enhanced when possible sources of
error are minimised. Multiple assessment tasks, agreed assessment
criteria, and the use of moderation procedures all help to ensure that
assessment is consistent and therefore reliable.
Validity The extent to which an assessment task accurately reflects the

knowledge, skills and values being assessed. Tasks linked to curriculum
objectives and outcome statements should have a high degree of
validity. Such tasks, however, must also be fair to all students so that
the content of the task does not favour one group of students over
another.
The different types of assessment outlined in Table 1.1 highlight two key issues: first, assessment
takes many different forms, and second, irrespective of the forms it takes, it needs to be reliable
and valid. For teachers, classroom assessments such as tests, quizzes, essays, etc. all seek to
understand the learning progress students are making on specific topics. They are a way of
‘measuring’ or ‘describing’ progress students are making—often against a set of learning outcomes
or objectives. Teachers need this kind of information so that they can monitor their teaching;
students need it so that they can identify their areas of strength and weakness and then plan what
to do about these; and parents need it because they are always concerned about what their
children are learning and the progress they are making. Teachers, parents and students have a
common objective: they all want to ensure that students learn to their maximum capacity and to
this end teachers will provide feedback directly to students to help them improve. At times
teachers might also provide feedback to parents when there are opportunities for them to help
their children (for example, by reading with them, by regularly checking homework or by
providing time for extra tuition). Classroom assessments must be reliable and valid because they
are designed to provide authentic results about students’ learning progress and they must provide
feedback so that students know what they need to do to progress and others—such as teachers
and parents—know how to help them.
Assessment is also used for purposes other than directly supporting student learning.
Examination and/or school-based assessments at the end of schooling are used to enable
universities to decide who will be given a place and who will not. These assessment results are
usually converted to cut-off scores and these scores determine who will be accepted into different
university faculties. Within schools, the results of a teacher-made test might be used to group
students into different ability classes or even different learning streams. This function of assessment
is not so much about student learning as it is about ranking students’ achievement for the purpose
of making other decisions, such as university entrance and class composition. These, of course,
are important decisions and they are often referred to as high-stakes assessments because the
outcomes have very significant implications for students. For teachers, classroom assessment is
often regarded as most important because it is something they control and can use to support
students. Yet very often teachers also have responsibility for preparing students for examinations
and it is hoped that classroom assessments along the way, with plenty of feedback provided by
teachers, will help students to do well. Parents certainly want to see their children do well in
examinations—they understand what is riding on results and how futures can be influenced by
just a few ranks on a cut-off score.
High-stakes assessments such as end-of-school examinations are a reflection of the fact that
such assessments are part of the social and political context of different societies. Other kinds of
assessment also reflect these broader contexts. For example, Australia’s National Assessment
Program (NAP) uses subject assessments on a regular basis to gain some understanding of
educational standards and whether different cohorts of students are meeting these standards. The
well-known National Assessment Program Literacy and Numeracy (NAPLAN) is part of NAP.
Thus the contexts that influence assessment play an important role in determining the kinds of
assessment students will experience over a lifetime of schooling. The next section will focus on
these contexts so that the following chapters on assessment practices and strategies can be better
understood.
CHAPTER 1 CONTEXTS FOR ASSESSMENT AND REPORTING 5
Check your understanding

1. Do you think classroom assessments are ‘high-stakes’ or ‘low-stakes’ assessment? How
would you explain to parents the differences between these two aspects of assessment?
2. Why are assessment and reporting important to both the economy and the social
purposes of schooling?
▶▶Stakeholders and the outcomes of schooling

This section will examine the reasons different groups in society rely on assessment and reporting
as either educational or social processes.
Everyone has a stake in the outcomes of schooling: students, parents, business and industry,
governments and society. Collectively and individually, all of these groups feel the need to be aware
of the progress that is being made in students’ learning. Assessment is the
means by which that learning can be monitored and improved, and reporting
is the means by which stakeholders can be made aware of the progress that
LO 1.2
is being made. But why is there so much interest in the outcomes of
Identify major
schooling? Different groups have different answers to this question. stakeholders in
For individual students, what they learn during the schooling process will assessment and
set them on their way for the future. It will not determine their future reporting and their
exclusively, as the education and training system is now constructed with needs for valid
multiple entry points. Yet there is now no doubt that post-school qualifications and reliable
of some kind will be essential for young people if they are to have a satisfying information.
and rewarding life. It is the school experience that provides the foundations
for lifelong learning that will characterise society in the 21st century.
Parents take a natural interest in the progress being made by their children. They entrust their
children to schools and teachers for the most formative years of their children’s lives. They need
to be informed on a regular basis how their children are progressing in the different areas of the
school curriculum. Parents always want what is best for their children, and their influence on the
learning process cannot be underestimated. Parents can be powerful supports for teachers in
helping children to reach their potential.
The owners of business and industry take an unashamed interest in the extent to which young
people leaving school can contribute directly to their economic activities. They are concerned
with knowledge and skills that can be applied immediately to specific work requirements.
Increasingly, business and industry have come to rely on a skilled workforce.
Governments have a responsibility towards all members of society, and it is natural that they
should take an interest in what students are learning as a result of their school experiences. One
reason is that expenditure on education represents a sizeable proportion of current-day budgets,
so it is not unreasonable for governments to want to monitor that expenditure. Another reason is
that governments have responsibility for the social and economic life of a nation, and the
outcomes of schooling need to feed productively into those spheres.
Society as a whole takes an interest in the outcomes of schooling because young people are the
citizens of the future. Society has constructed values around such things as democracy, the rule of
law, particular forms of cultural expression, citizens’ rights and responsibilities, the dignity of all
human beings and the celebration of difference. These values can be at risk if young people
leaving school are not aware of them. The continuation of our political and social systems, and
indeed civil society itself, is dependent on an informed and active citizenry. For society as a
whole, this is one of the most significant outcomes of schooling.
It is this backdrop that confronts teachers when it comes to assessment and reporting. The
main features of these stakeholder interests are summarised in Table 1.2.
Table 1.2 Stakeholder interests in the outcomes of schooling
Stakeholder Interest
Students Life chances that are personally fulfilling and rewarding.
Parents Success in all spheres of life and activity.
Business Specific knowledge and skills to ensure the growth and development of the business and
industry.
Government Efficient and effective use of funds so as to achieve broad social and economic objectives.
Society The development of future citizens who will recognise the ongoing need for values that
support the basic institutions on which society has been built.
It should be clear from Table 1.2 that teachers may be confronted with a difficult task, as the
stakeholder interests depicted are not always easily reconcilable. This may also help to explain
why there are often criticisms of schools: different stakeholders have different expectations.
External stakeholders are overwhelmingly instrumental in their approach to assessment: they
need competent and effective workers. Teachers stand in a special relationship to assessment. In
one sense they might be seen as the guardians of the educational function of assessment. This
guardianship has the potential to bring them into conflict with external stakeholders.
Nevertheless, they too can use assessment for instrumental purposes—for example in determining
ability groups for subject selection. The main point here is that assessment provides the means
by which the outcomes of schooling can be monitored by different groups. Thus assessment,
and the way assessment results are reported, cannot help but be matters of public interest and
concern.
Check your understanding

1. Which stakeholders do you think have the most legitimate interest in assessment and
reporting?
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Values underpinning assessment and reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

School-wide reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

CHAPTER EIGHT 120

CHAPTER NINE 133

CHAPTER TEN 146

EDUCATOR RESOURCE—DIGITAL IMAGE POWERPOINT SLIDES

AUSTRALIAN PROFESSIONAL STANDARDS FOR

Standard 1: Know students and how they learn

1.1  hysical, social and intellectual development

AUSTRALIAN PROFESSIONAL STANDARDS FOR

1.6  trategies to support full participation of

Standard 2: Know the content and how to teach it

2.1  ontent and teaching strategies of the

2.2  ontent selection and organisation

2.3  urriculum, assessment and reporting

2.4  nderstand and respect Aboriginal and Torres

2.5 L iteracy and numeracy strategies

AUSTRALIAN PROFESSIONAL STANDARDS FOR

2.6 I nformation and Communication

Standard 3: Plan for and implement effective teaching and learning

3.1  stablish challenging learning goals

3.2  lan, structure and sequence learning programs

3.3  se teaching strategies

3.4  elect and use resources

3.5  se effective classroom communication

3.6  valuate and improve teaching programs

3.7  ngage parents/carers in the educative process

Standard 4: Create and maintain supportive and safe learning environments

4.1  upport student participation

4.2  anage classroom activities

AUSTRALIAN PROFESSIONAL STANDARDS FOR

4.3  anage challenging behaviour

4.4  aintain student safety

4.5  se ICT safely, responsibly and ethically

Standard 5: Assess, provide feedback and report on student learning

5.1  ssess student learning

5.2  rovide feedback to students on their learning

AUSTRALIAN PROFESSIONAL STANDARDS FOR

5.3  ake consistent and comparable judgements

5.4 I nterpret student data 6 6.2 Identify different methods

5.5  eport on student achievement

Standard 6: Engage in professional learning

6.1 I dentify and plan professional learning needs

6.2  ngage in professional learning and improve

6.3  ngage with colleagues and improve practice

AUSTRALIAN PROFESSIONAL STANDARDS FOR

6.4  pply professional learning and improve

Standard 7: Engage professionally with colleagues, parents/carers and the community

7.1  eet professional ethics and responsibilities

7.2  omply with legislative, administrative and

7.3  ngage with the parents/carers

1.1 hysical, social and intellectual development

1.6 trategies to support full participation of

2.1 ontent and teaching strategies of the

2.2 ontent selection and organisation

2.3 urriculum, assessment and reporting

2.4 nderstand and respect Aboriginal and Torres

2.5 L iteracy and numeracy strategies

2.6 I nformation and Communication

3.1 stablish challenging learning goals

3.2 lan, structure and sequence learning programs

3.3 se teaching strategies

3.4 elect and use resources

3.5 se effective classroom communication

3.6 valuate and improve teaching programs

3.7 ngage parents/carers in the educative process

4.1 upport student participation

4.2 anage classroom activities

4.3 anage challenging behaviour

4.4 aintain student safety

4.5 se ICT safely, responsibly and ethically

5.1 ssess student learning

5.2 rovide feedback to students on their learning

5.3 ake consistent and comparable judgements

5.4 I nterpret student data 6 6.2 Identify different methods

5.5 eport on student achievement

6.1 I dentify and plan professional learning needs

6.2 ngage in professional learning and improve

6.3 ngage with colleagues and improve practice

6.4 pply professional learning and improve

7.1 eet professional ethics and responsibilities

7.2 omply with legislative, administrative and

7.3 ngage with the parents/carers

7.4 ngage with professional teaching networks